Quality of the language-learning environment and vocabulary development in early childhood.

The aim of the study is to increase knowledge about the relationship between the quality of the language learning environment in toddler departments and children's vocabulary development at the ages of three to five years old.

The results indicate that language learning environments in kindergarten groups for the youngest children characterised by responsive staff, extended conversations and adaptation of conversations promote the children's vocabulary development. The effect, albeit small in magnitude, points to the importance of a rich and varied language learning environment during the early years.

The sample in the study comes from the first (T1) and second wave (T2) of the longitudinal research project called Better Provision for Norway's Children in Early Childhood Education (BePro). The empirical data consist of data from test situations with children, survey data from parents and observational data on quality in kindergarten groups. Participants in the study were 1131 children (48 percent girls), and the average age for assessment was 35.5 months at T1 and 60.3 months at T2.

Hansen, J. E., & Broekhuizen, M. L. (2021). “Quality of the language-learning environment and vocabulary development in early childhood”. Scandinavian Journal of Educational Research, 65(2):302-317.